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Enhancing STEM ALs' Situated Learning Through Peer Exchange: Feedback from ByALs-ForALs Programme

This study explores the impact of the ByALs-ForALs programme on STEM ALs by providing opportunities for peer learning and community building in the online teaching environment. Feedback from two phases reveals the importance of sharing good practice, enhancing skills, and feeling part of a supportive community. The programme aims to empower ALs, reduce isolation, and improve online interactions with students. While successful, challenges remain in expanding participation beyond the Science Faculty.

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Enhancing STEM ALs' Situated Learning Through Peer Exchange: Feedback from ByALs-ForALs Programme

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  1. Situated learning via the STEM-ByALs-ForALs programme:Feedback from participating ALs over two phases of the programme Janet Haresnape, Senior Lecturer and Staff Tutor, LHCS Fiona Aiken, Staff Tutor, EEES Nirvana Wynn, AL, LHCS eSTEeM Conference, 8th April 2019

  2. ByALs-ForALs programme of online eventsAims and rationale Aims To provide STEM ALs with opportunities to share good practice and hence improve their online interactions with their students To help strengthen the AL community in STEM Rationale It provides a supportive environment in which ALs can exchange ideas and share practice ALs working remotely are likely to feel isolated, especially now that much tuition is delivered online Many HE Institutions now deliver online tuition and/or are located on multiple sites and/or are undergoing restructuring and/or employ hourly paid lecturers on insecure contracts. A programme such as this would be a valuable addition in any such institution

  3. ByALs-ForALs programme of online events Key concepts online staff development peer learning situated learning (Lave and Wenger, 1991) communities of practice (Wenger, 1999) online community

  4. ByALs-ForALs programme of online eventsPhases of the programme ByALs-ForALs is a tutor-led programme: ALs submit suggestions for a session – on anything they think would be of interest to other STEM ALs, and the programme is put together from the submissions received.

  5. Phase 1 Sessions with particularly good feedback are shown in bold

  6. Phase 2

  7. ByALs-ForALs programme of online eventsParticipation data – phases 1 and 2 Phase 1 Science tutors OU Live Phase 2 STEM tutors OU Live

  8. ByALs-ForALs programme of online events Feedback: Participants surveyed after each session: Phase 1: 115 respondents (response rate 41%) 6 of the first 9 presenters 7 of 13 identified regular participants Phase 2: 82 respondents (response rate 27%) Quantitative analysis - Respondents reported:

  9. ByALs-ForALs programme of online events Feedback continued: Qualitative analysis (using NVivo) – Themes to emerge: Sharing – opportunity to share practice/enhance skills and/or pick up tips and ideas from other tutors Situated learning Peer learning One hour invested; many hours saved in the future Community – participation helped participants to identify as part of a community (especially from phase 1) Community of practice Very nice to have the opportunity to hear other ALs experiences and feel more part of a community Empowering – felt stimulated, inspired, enriched or empowered having participated It was really reassuring to see that my practice was in keeping with that of other ALs. Reassuring – felt reassured, encouraged or renewed enthusiasm having participated

  10. ByALs-ForALs programme of online events: Feedback continued

  11. ByALs-ForALs programme of online events: Feedback continued Programme was particularly valued by some newly appointed ALs, who became regular participants Useful to experience use of online room from learner perspective It was really useful as a new tutor for picking tips on distance and online tutoring and hearing opinions of tutors in other disciplines……. others also have low numbers (of students attending tutorials, so) it’s not personal Until recently, I hadn't met a single soul from the OU (I was recruited online for an online course) and so the chance to find out the thoughts of other ALs was invaluable Realised how disorientating it can be when the tutor moves you back and forward in breakout rooms

  12. Phase 3

  13. ByALs-ForALs programme of online events:Participation data – phase 3 Phase 3 STEM tutors Adobe Connect Feedback from these sessions will be analysed at the end of phase 3

  14. Successes to date The STEM-ByALs-ForALs Programme: provides friendly, supportive environment in which STEM ALs can share practice, tips and ideas – in the same environment that they use for tutorials – hence in an authentic setting (Situated learning environment, Lave and Wenger, 1991) provides reassurance and can be empowering hence helps ALs improve their online interactions with students helps ALs feel less isolated - helps to nurture community cohesiveness among STEM ALs – Community of practice. has been particularly welcomed by some newly appointed ALs – helps them to integrate into the community is an additional staff development opportunity for ALs (attendance is added to ALAR) provides a way for ALs to expand their skills portfolio, by presenting a session (presenters are paid 1 DL day)

  15. Challenges ahead Programme has had limited reach within the STEM Faculty: More presenters and participants are from Science than from the rest of STEM Phase 1: 20 % of Science ALs participated (>100 in total) Phase 2: 17% of Science ALs (84), and only 8% of ALs from the rest of STEM (81) Possible reasons: Science ALs are more familiar with the programme, since it started in the Science Faculty Regular online AL Staff Development briefings been held for Science ALs since 2014, so they are more used to attending such online events Moving forward: Staff Tutors from across STEM are regularly reminded to promote the programme to their ALs Now have a Staff Tutor and an AL assistant from E&I helping to run the programme Currently exploring possibility of introducing a similar programme in other Faculties at the OU.

  16. Grateful thanks to: Nicola McIntyre – for help getting the programme established All the AL presenters: Fiona Aiken, Sonia Bussey, Mark Campbell, Paige Cuffe, Sarah Daniell, Andy Diament, Jenny Duckworth, Kate Fox, Catherine Halliwell, Janet Haresnape, Christine Heading, Isabella Henman, Katharine Jewitt, Friday Jones, Olivia Kelly, Jane King, Harriet Kopinska, Aoife MacCornac, Susan Matthews, Fi Moorman, Nick Morley, Susan Morris, Patrick Murphy, Karen New, Kay Saunders, Rianne ten-Veen, Peter Thomson, Janette Wallace, Tom Wilks, Helen Wilding, Nirvana Wynn Current programme organisers: Rupesh Shah and Barbara Jones, who now help alongside Janet Haresnape and Nirvana Wynn ALSPD – for financial support for the programme

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